few_shots: Example:
Problem/activity:
Task
Cruz and Erica were both getting ready for soccer.
Cruz ran 1 lap around the school.
Erica ran 3 laps around the playground.
Erica said,
I ran more laps, so I ran farther.
Cruz said,
4 laps around the school is 1 mile, but it takes 12 laps around the playground to go 1 mile. My laps are much longer, so I ran farther.
Who is right? Draw a picture to help you explain your answer.


Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
E. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
F. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.


Thought: In this problem, students learn to recognize equivalent fractions. That is, three laps around the playground is 3/12 mile, which is equivalent to 1/4, which is one lap around the school.
Answer: B

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000212

4
options: Convert like measurement units within a given measurement system.

Classify objects and count the number of objects in each category.

Measure lengths indirectly and by iterating length units.

Geometric measurement: understand concepts of angle and measure angles.

Describe and compare measurable attributes.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Represent and interpret data.

Tell and write time.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Measure and estimate lengths in standard units.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Work with time and money.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Relate addition and subtraction to length.
problem_activity: Narrative
The purpose of this activity is for students to write numbers between 95 and 120. Groups create posters that show a drawing of how they counted their animal measurements from the last activity. Groups should not write a number for the final measurement on the poster. Students do a gallery walk to interpret each representation and record the count with a number in their workbooks. Group members then compare their counts and written numbers.
When students look at the different representations and determine the length of each animal, they may notice that the representation may help to accurately find the value. For example, students may draw groups of 10 cubes rather than every individual cube (MP7).
This activity uses
MLR7 Compare and Connect
. Advances:
representing, conversing.
Required Materials
Materials to Gather
Tools for creating a visual display
Launch
Groups of 3
Give each group tools for creating a visual display.
Activity
MLR7 Compare and Connect
“Create a poster to show how you counted the cubes you used to measure the length of the animal in the measuring animals activity. Do not write the number of cubes your animal measured on your poster.”
5 minutes: group work time
“Now we will do a gallery walk to see different representations of your measurements. As you look at each poster, use the representation to determine the length of the animal. Write the number of cubes that represents its length in your book.”
7 minutes: gallery walk
Student Facing
For each animal, write the number of cubes that represent its length.
The beaver is ______________________ long.
The dog is ______________________ long.
The giant anteater is ______________________ long.
The raccoon is ______________________ long.
The red fox is ______________________ long.
The snake is ______________________ long.
[IMG]
Student Response
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Activity Synthesis
Display the snake and giant anteater posters.
“How do I write the number that represents the length of the snake?”
“Where do you see 100 in this poster? Where do you see 5?”
Repeat for giant anteater.


correct_option_index: 2